UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 1 Facet: Application Grade Level: 11 & 12 Numbers of Days: 2 Topic: Outlining
PART I: Objectives
The students will understand that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work.
The students will know how to establish a clearly focused outline and thesis, as well as the ability to reverse outline.
The students will be able to produce an outline.
Product: Inspiration
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards Content Area: English Grade level: 11 & 12 Domain: Writing Cluster: Production and Distribution of Writing Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Rationale: Through the exploration of various methodology on developing outlines students will understand that the editing process is essential to a strong understanding of one's work.
Assessments Pre-Assessment (Lesson 1 only): Introduce a topic and have the students write a semi-formal journal entry capturing their opinion, discuss the topic in class, and use the journals to assess persuasive methods and voice.
Formative (Assessment for Learning): Section I – checking for understanding during instruction Using Definitions Are Us students will define the purpose of an outline. Section II – timely feedback for products (self, peer, teacher)
Using a checklist students will asses their outline to make sure that their work is clear and organized.
Using the same checklist as the students, the teacher will assess the outline and make edits on students' self-critiques.
Summative (Assessment of Learning): Inspiration (10 points): This is the first lesson in the persuasive writing unit. Due to this, students will still be fairly naive in the manners of writing for this unit, because of which students will be given explicit instructions to create an outline, using Inspiration, for a previously discussed topic. Throughout the course of the unit this topic will continually evolve and mature into a strong final paper and presentation that will concretely illustrate the students' abilities.
Integration Technology: Students will be assisted by Inspiration in developing a clean and clear outline. This assistance will give students an idea of how a strong outline is formatted. Content Areas: Science- Many students feel overwhelmed at the idea of writing lab reports; however, this lesson will help the students develop their ideas before beginning their reports- sometimes, having a basic understanding of their topic will give the students the courage needed to succeed.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Think Pad Brainstorming will be used to develop the students' abilities to formulate thoughts and opinions. With what they come up with, the students will use an an Idea Wheel to organize their thoughts. Section II – Groups and Roles for Product Using Inspiration the students will work in pairs for support, but they will create their outlines individually.
Differentiated Instruction MI Strategies Verbal: Students will have the opportunity to produce a written outline, they may choose to discuss their ideas among peers. Logic: Students will be given an extremely organized and clearly defined example outline; the cleared out template from the example will be provided for simple reconstruction and applicability. Visual: Different sections of the outline will be color-coated to fully differentiate. Musical: Create a rap/or song to explain the different sections of an outline and their purpose. Kinesthetic: Students will be given random slips of paper containing various parts of outlines and told to work together to organize them clearly. Intrapersonal: The students will have time to work alone and brainstorm ideas for their outline. Interpersonal: Students will have time to work together and discuss their outlines. Naturalist: Students will have the option to write about what they want: the naturalist may want to write about nature (global warming, for example).
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder that contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; additionally, the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions Type II technology: Students will be assisted by Inspiration in developing a clean and clear outline; this assistance will give students an idea of how a strong outline is formatted. Using this technology will enable the students to create many outlines almost instantly. Gifted Students:All students will be met with individually. When discussing each student's idea, the teacher should consider the difficulty of their topic and position and discuss with them ways to look further into the topic (this will be achieved by playing devil's advocate); cater the depth of his/her’s insight and suggestions to the needs of the student. By doing this the students will come up with their own ideas and discussion points, rather than forcefully applying additional work. Note: The teacher will keep a journal of their suggestions to each student.
Materials, Resources and Technology Laptops Pre-assessments description Vocabulary & methodology Assessment skill checklist Definitions Are Us Idea Wheel organizer Ad-lib Story
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Room Arrangement: Groups consisting of four desks. Day One: The Basics of Outlining (80 minutes)
Pre-Assessment: Give the students a controversial topic with which they will write about in their journals. (Use these entries to assess their persuasive methods and voice) (5 minutes).
Introduce Syllabus: Handout the syllabus for the unit and lightly introduce it. Explain that further explanations will be provided when necessary (5 minutes).
Group Activity: Students will be divided into small groups and given a short story; the short stories will be missing keywords and phrases. The students will have 10 minutes to talk about their stories and fill in the blanks. The resulting stories will be traded with another group; each group will break the story down into its main components and create a basic outline of it for someone whom had never heard the story before (25 minutes).
Brief Instructional Period: First, explain that they just successfully reverse outlined a story. After that, give each group different pieces of an outline and have them arrange them in the order that makes sense to them; teacher should move around and listen to students justifications and make corrections. Explain that each student will be expected to pick a topic of which they are passionate about to persuade someone on (Persuasive writing details are not necessary now). Handout an extremely organized, color-coated, and clearly-defined outline, as well as a blank version of the same template to each student (10 minutes).
Introduce First Class Activity: Hand out the Idea Wheel organizer (including a sample) and a list of prompts (they do not have to stick to this list). Work through a brainstorm with the students so that they have a clear idea of what is expected. Using ThinkPad Brainstorming, have the students brainstorm on their own for a few minutes. Lastly, have the students work with an assigned partner to talk about their idea; meanwhile, go from group-to-group assisting in their idea development (25 minutes).
Explain Task: Decide on the topic that they want to investigate and write two paragraphs: one about the topic, and the second about how they plant to investigate it. Also, students and parents will read the syllabus and sign it (2 minutes).
Definitions Are Us: The students will define the term outline in their own words (5 minutes).
Day Two: Introduction to Inspiration and Product (80 minutes)
Address Definitions Are Us and Task Check: If anything was unclear at the end of last class, go over it now. Go around and check for task completion, make arrangements with students who failed to complete it (10 minutes).
Introduction to Inspiration: Tutorial on how to use Inspiration. Pass out tutorial notes and show students step-by-step how to create various outlines, using the smart board, students will follow along on their laptops. Give students 5 minutes to get acquainted with the site and address any questions (15 minutes).
Instructional Period: Explain to the students the goal of a persuasive piece and the various facets of it. Provide them with an example and discuss it as a class (make sure to acknowledge the various parts) (30 minutes).
Introduce Summative Assignment: Introduce the outline product as well as the self-checklist critique (10 minutes).
Begin Work on Outlines: Students will have time to begin their outlines, either by themselves or with small groups. Use this time to walk to each student and address their needs individually (10 minutes).
Explain Task: To finish their product and the self-checklist critique (5 minutes).
The students will understand that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work. Professional works, including college applications, are heavily scrutinized and judged on overall quality of writing. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The hook is a storyboarding video that will create a connection between outlining and the real world (http://www.youtube.com/watch?v=DVXMQMUDlTs). Where, Why, What, Hook Tailors: Visual, musical, and verbal.
The students will know how to establish a clearly focused outline and thesis, as well as how to reverse outline (See content notes) These skills will be taught to the students through group discussions, individual brainstorming and peer editing and feedback (ThinkPad Brainstorming). For the first activity, students will be divided into small groups and given a short story; the short stories will be missing keywords and phrases. The students will have 10 minutes to talk about their stories and fill in the blanks. The resulting stories will be traded with another group; each group will break the story down into its main components and create a basic outline of it for someone who had never heard the story before (they have just successfully revere outlined). First, explain that they just successfully reverse outlined a story. Afterwards, give each group different pieces of an outline and have them arrange them in the oder that makes sense to them; teacher should move around and listen to students justifications and make corrections. Explain that each student will be expected to pick a topic of which they are passionate about to persuade someone on (Persuasive writing details are not necessary now). Handout an extremely organized, color-coated, and clearly-defined outline, as well as a blank version of the same template to each student. Handout an extremely organized, color-coated, and clearly-defined outline, as well as a blank version of the same template to each student. Additionally, hand out the Idea Wheel organizer (including a sample) and a list of prompts (they do not have to stick to this list). Work through a brainstorm with the students so that they have a clear idea of what is expected. Using ThinkPad Brainstorming have the students brainstorm on their own for a few minutes. Lastly, have the students work with an assigned partner to talk about their idea; meanwhile, go from group-to-group assisting in their idea development. Introduce the task for that night, to decide on the topic that they want to investigate and write two paragraphs: one about the topic, and the second about how they plant to investigate it. Also, students and parents will read the syllabus and sign it. As the class reaches its end, provide exit slips to the students asking what they are still unclear about regarding outlining. Equip, Explore, Revise, Refine, Tailors: Interpersonal, verbal, visual, logical, intrapersonal, kinesthetic, and naturalist.
The students will be able to produce an outline using Inspiration. Inspiration is a program that makes it possible to create various outlines instantly. This is the first lesson in the persuasive writing unit; due to this, students will still be fairly naive in the manners of writing for this unit, because of which students will be given explicit instructions to create an outline, using Inspiration, for a previously discussed topic of their choice. The students will have a checklist available to them stating and defining the various aspects of an outline and they will complete it and assess themselves; the teacher will use the same checklist to review the product and provide any feedback or assistance. In class, the students will have 10 minutes to start their product, while they are working the teacher should be moving from student-to-student making sure they are on task and understanding. Throughout the course of the unit this topic will continually evolve and mature into a strong final paper and presentation that will concretely illustrate the students' abilities. Explore, Experience, Revise, Refine, Tailors: Visual, logical, intrapersonal.
The students will self-asses using a checklist available to them stating and defining the various aspects of an outline. Using the same checklist the teacher will make comments and provide feedback as needed to ensure understanding. Understanding the basics of outlining is a mere stepping stone to the overall work, yet without this understanding the persuasive essays would crumble. Lesson 1 is critical to the entire unit as it is the foundation from which all of the other lessons stem. Evaluate, Tailors: Verbal and logical.
Content Notes The students will know how to brainstorm, organize ideas, establish the bones of a written work, formulate a thesis, work using reverse outlining, and, ultimately, how to develop a clean and professional outline. (Note: the idea they use for the outline is going to carry them through the entire unit).
Vocabulary: Body (Paragraphs): The meat of a written work that provides deep insight and investigation of the thesis and introductory claims. Brainstorming: Process of producing ideas and problem solving. Conclusion: Summary and final statement of a written work. Claim: A statement is meant to assert or maintain your thesis Hook: Grabs the reader’s attention and makes them want to continue reading. Introduction: Provides an overview of material to be discussed throughout written works, including: hooks, claims, and theses. Reverse Outlining: Taking a completed work and establishing its bones, or most essential parts, and using them to establish its basic outline. Thesis: A statement that is put forward as a premise to be proven.
Parts of an Outline: *Note the difference between an essay and outline; in an outline the students will merely write a sentence or two for each section or topic; this is not meant to develop fully fleshed-out ideas, rather establish the bones of their work. All outlines should include: a thesis, a topic for each body paragraph, and a few points to prove each.
Introduction
Hook: Grabs the readers' attention and makes them want to continue reading.
Main ideas, claims, and topics to be discussed are overviewed.
Thesis: A statement that is put forward as a premise to be proven.
Body
Multiple paragraphs that dig deeper into the ideas overviewed in the introduction. These paragraphs should include factual statements and evidence to support the thesis.
Conclusion:
Summary: No new information can be introduced here, only summarize the main points of the work.
Closing: Makes a final claim that proves the thesis.
Handouts Vocabulary & methodology Assessment skill checklist Idea Wheel organizer Ad-lib Story
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Learning Styles Clipboard: All students will have detailed examples, instructions, and checklists to guide their products and activities. Additionally, students will be taught and guided through the developmental processes that will lead up to the product. Microscope: All students will have the opportunity to investigate and analyze a topic in attempt to persuade. By illuminating their topic students will uncover methodologies on structuring to persuade. Puppy: All students will be provided with a comfortable, open, and friendly environment. All students will be encouraged to share and express their ideas through thought provoking discussions. Beach Ball: The "beach ball" students will appreciate the various activities they will complete, as well as the chances they will have to individualize their own work through choices. Furthermore, much time will be given for brainstorming as well as working in groups. Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 -Assessment.The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Formative: As a pre-assessment students will complete a quick-write on a topic that will capture their opinion and persuasive techniques. Also, using the Definition Are Us approach, students will define the term outline in their own words. Throughout the lesson group and one-on-one discussions will also be incorporated. Summative: At the end of the lesson, students will create an outline for their topic which will span the entire unit. Additionally, at the the end of the unit students will use the final draft of their persuasive essay as a template for an iMovie production that will display all of the knowledge gained. Rationale: Using the above techniques will allow the teacher to review and assess student understandings in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction.The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Content Knowledge: (See Content Notes) Common Core State Standards Facet: Application- As this is the absolute base of writing, I wanted the students to take the knowledge they gained and apply it in the most literal sense; especially considering the outlines overall importance to the entire unit. Rationale: By jumping in and applying the information so quickly, I think the students, over the course of the unit, will develop a stronger appreciation for the relevance and helpfulness of an outline. Additionally, starting with the outline will allow many topics in the standard to be introduced, including: editing, revising, planning, and rethinking.
Standard 8 -Instructional Strategies.The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. MI Strategies Verbal: Students will have the opportunity to produce a written outline, they may choose to discuss their ideas among peers. Logic: Students will be given an extremely organized and clearly defined example outline; the cleared out template from the example will be provided for simple reconstruction and applicability. Visual: Different sections of the outline will be color-coated to fully differentiate. Musical: Create a rap/or song to explain the different sections of an outline and their purpose. Kinesthetic: Students will be given random slips of paper containing various parts of outlines and told to work together to organize them clearly. Intrapersonal: The students will have time to work alone and brainstorm ideas for their outline. Interpersonal: Students will have time to work together and discuss their outlines. Naturalist: Students will have the option to write about what they want: the naturalist may want to write about nature (global warming, for example). Type II Technology: Using Inspiration students can make various types of outline instantly; by plugging in information the students have the ability to edit or alternate their outline in a nearly infinite ways. Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Rationale: C- Students will choose a topic with which they will develop a persuasive piece. Using their knowledge of the subject and various resources the students will develop an outline using Inspiration; the program will enhance their outlining experience, as it will allow them to decide on a template that is clear to them (though they will be guided by a checklist with what their outlines must include).
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching Rationale: C- As the students will be deciding on the topic which interests them it will automatically cater to the learning styles of each individual. Even beyond that, the usage of various activities and Inspiration will promote the students' creativity and individuality.
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 1 Facet: Application
Grade Level: 11 & 12 Numbers of Days: 2
Topic: Outlining
PART I:
Objectives
- The students will understand that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work.
- The students will know how to establish a clearly focused outline and thesis, as well as the ability to reverse outline.
- The students will be able to produce an outline.
Product: InspirationMaine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: English
Grade level: 11 & 12
Domain: Writing
Cluster: Production and Distribution of Writing
Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Rationale: Through the exploration of various methodology on developing outlines students will understand that the editing process is essential to a strong understanding of one's work.
Assessments
Pre-Assessment (Lesson 1 only): Introduce a topic and have the students write a semi-formal journal entry capturing their opinion, discuss the topic in class, and use the journals to assess persuasive methods and voice.
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Using Definitions Are Us students will define the purpose of an outline.
Section II – timely feedback for products (self, peer, teacher)
Summative (Assessment of Learning):
Inspiration (10 points): This is the first lesson in the persuasive writing unit. Due to this, students will still be fairly naive in the manners of writing for this unit, because of which students will be given explicit instructions to create an outline, using Inspiration, for a previously discussed topic. Throughout the course of the unit this topic will continually evolve and mature into a strong final paper and presentation that will concretely illustrate the students' abilities.
Integration
Technology: Students will be assisted by Inspiration in developing a clean and clear outline. This assistance will give students an idea of how a strong outline is formatted.
Content Areas: Science- Many students feel overwhelmed at the idea of writing lab reports; however, this lesson will help the students develop their ideas before beginning their reports- sometimes, having a basic understanding of their topic will give the students the courage needed to succeed.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Think Pad Brainstorming will be used to develop the students' abilities to formulate thoughts and opinions. With what they come up with, the students will use an an Idea Wheel to organize their thoughts.
Section II – Groups and Roles for Product
Using Inspiration the students will work in pairs for support, but they will create their outlines individually.
Differentiated Instruction
MI Strategies
Verbal: Students will have the opportunity to produce a written outline, they may choose to discuss their ideas among peers.
Logic: Students will be given an extremely organized and clearly defined example outline; the cleared out template from the example will be provided for simple reconstruction and applicability.
Visual: Different sections of the outline will be color-coated to fully differentiate.
Musical: Create a rap/or song to explain the different sections of an outline and their purpose.
Kinesthetic: Students will be given random slips of paper containing various parts of outlines and told to work together to organize them clearly.
Intrapersonal: The students will have time to work alone and brainstorm ideas for their outline.
Interpersonal: Students will have time to work together and discuss their outlines.
Naturalist: Students will have the option to write about what they want: the naturalist may want to write about nature (global warming, for example).
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder that contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; additionally, the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions
Type II technology: Students will be assisted by Inspiration in developing a clean and clear outline; this assistance will give students an idea of how a strong outline is formatted. Using this technology will enable the students to create many outlines almost instantly.
Gifted Students: All students will be met with individually. When discussing each student's idea, the teacher should consider the difficulty of their topic and position and discuss with them ways to look further into the topic (this will be achieved by playing devil's advocate); cater the depth of his/her’s insight and suggestions to the needs of the student. By doing this the students will come up with their own ideas and discussion points, rather than forcefully applying additional work. Note: The teacher will keep a journal of their suggestions to each student.
Materials, Resources and Technology
Laptops
Pre-assessments description
Vocabulary & methodology
Assessment skill checklist
Definitions Are Us
Idea Wheel organizer
Ad-lib Story
Source for Lesson Plan and Research
http://www.eduplace.com/graphicorganizer/pdf/ideawheel.pdf Idea Wheel organizer- will help students organize their ideas for the product.
http://www.stemresources.com/index.php?option=com_content&view=article&id=52&Itemid=70 Definitions Are Us- will help students establish a definition for the term outline that makes sense to them .
http://www.inspiration.com/ Inspiration- will help students develop clean and focused outlines.
http://armycommunications.tpub.com/SS05198/SS051980015.htm Outline- sample of a structured outline. However, I remixed this sample as it is too specific and conservative for how I want the students to be thinking.
http://www.youtube.com/watch?v=DVXMQMUDlTs Storyboarding video- will help students make connections between outlining and real world application.
http://w4.nkcsd.k12.mo.us/~kcofer/social_cooperative_structures.htm ThinkPad Brainstorming- will allows the students to develop their own ideas and share them with their peers.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Room Arrangement: Groups consisting of four desks.
Day One: The Basics of Outlining (80 minutes)
Day Two: Introduction to Inspiration and Product (80 minutes)
The students will understand that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work. Professional works, including college applications, are heavily scrutinized and judged on overall quality of writing. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The hook is a storyboarding video that will create a connection between outlining and the real world (http://www.youtube.com/watch?v=DVXMQMUDlTs).
Where, Why, What, Hook Tailors: Visual, musical, and verbal.
The students will know how to establish a clearly focused outline and thesis, as well as how to reverse outline (See content notes) These skills will be taught to the students through group discussions, individual brainstorming and peer editing and feedback (ThinkPad Brainstorming). For the first activity, students will be divided into small groups and given a short story; the short stories will be missing keywords and phrases. The students will have 10 minutes to talk about their stories and fill in the blanks. The resulting stories will be traded with another group; each group will break the story down into its main components and create a basic outline of it for someone who had never heard the story before (they have just successfully revere outlined). First, explain that they just successfully reverse outlined a story. Afterwards, give each group different pieces of an outline and have them arrange them in the oder that makes sense to them; teacher should move around and listen to students justifications and make corrections. Explain that each student will be expected to pick a topic of which they are passionate about to persuade someone on (Persuasive writing details are not necessary now). Handout an extremely organized, color-coated, and clearly-defined outline, as well as a blank version of the same template to each student. Handout an extremely organized, color-coated, and clearly-defined outline, as well as a blank version of the same template to each student. Additionally, hand out the Idea Wheel organizer (including a sample) and a list of prompts (they do not have to stick to this list). Work through a brainstorm with the students so that they have a clear idea of what is expected. Using ThinkPad Brainstorming have the students brainstorm on their own for a few minutes. Lastly, have the students work with an assigned partner to talk about their idea; meanwhile, go from group-to-group assisting in their idea development. Introduce the task for that night, to decide on the topic that they want to investigate and write two paragraphs: one about the topic, and the second about how they plant to investigate it. Also, students and parents will read the syllabus and sign it. As the class reaches its end, provide exit slips to the students asking what they are still unclear about regarding outlining.
Equip, Explore, Revise, Refine, Tailors: Interpersonal, verbal, visual, logical, intrapersonal, kinesthetic, and naturalist.
The students will be able to produce an outline using Inspiration. Inspiration is a program that makes it possible to create various outlines instantly. This is the first lesson in the persuasive writing unit; due to this, students will still be fairly naive in the manners of writing for this unit, because of which students will be given explicit instructions to create an outline, using Inspiration, for a previously discussed topic of their choice. The students will have a checklist available to them stating and defining the various aspects of an outline and they will complete it and assess themselves; the teacher will use the same checklist to review the product and provide any feedback or assistance. In class, the students will have 10 minutes to start their product, while they are working the teacher should be moving from student-to-student making sure they are on task and understanding. Throughout the course of the unit this topic will continually evolve and mature into a strong final paper and presentation that will concretely illustrate the students' abilities.
Explore, Experience, Revise, Refine, Tailors: Visual, logical, intrapersonal.
The students will self-asses using a checklist available to them stating and defining the various aspects of an outline. Using the same checklist the teacher will make comments and provide feedback as needed to ensure understanding. Understanding the basics of outlining is a mere stepping stone to the overall work, yet without this understanding the persuasive essays would crumble. Lesson 1 is critical to the entire unit as it is the foundation from which all of the other lessons stem.
Evaluate, Tailors: Verbal and logical.
Content Notes
The students will know how to brainstorm, organize ideas, establish the bones of a written work, formulate a thesis, work using reverse outlining, and, ultimately, how to develop a clean and professional outline. (Note: the idea they use for the outline is going to carry them through the entire unit).
Vocabulary:
Body (Paragraphs): The meat of a written work that provides deep insight and investigation of the thesis and introductory claims.
Brainstorming: Process of producing ideas and problem solving.
Conclusion: Summary and final statement of a written work.
Claim: A statement is meant to assert or maintain your thesis
Hook: Grabs the reader’s attention and makes them want to continue reading.
Introduction: Provides an overview of material to be discussed throughout written works, including: hooks, claims, and theses.
Reverse Outlining: Taking a completed work and establishing its bones, or most essential parts, and using them to establish its basic outline.
Thesis: A statement that is put forward as a premise to be proven.
Parts of an Outline:
*Note the difference between an essay and outline; in an outline the students will merely write a sentence or two for each section or topic; this is not meant to develop fully fleshed-out ideas, rather establish the bones of their work. All outlines should include: a thesis, a topic for each body paragraph, and a few points to prove each.
Introduction
- Hook: Grabs the readers' attention and makes them want to continue reading.
- Main ideas, claims, and topics to be discussed are overviewed.
- Thesis: A statement that is put forward as a premise to be proven.
Body- Multiple paragraphs that dig deeper into the ideas overviewed in the introduction. These paragraphs should include factual statements and evidence to support the thesis.
Conclusion:Handouts
Vocabulary & methodology
Assessment skill checklist
Idea Wheel organizer
Ad-lib Story
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All students will have detailed examples, instructions, and checklists to guide their products and activities. Additionally, students will be taught and guided through the developmental processes that will lead up to the product.
Microscope: All students will have the opportunity to investigate and analyze a topic in attempt to persuade. By illuminating their topic students will uncover methodologies on structuring to persuade.
Puppy: All students will be provided with a comfortable, open, and friendly environment. All students will be encouraged to share and express their ideas through thought provoking discussions.
Beach Ball: The "beach ball" students will appreciate the various activities they will complete, as well as the chances they will have to individualize their own work through choices. Furthermore, much time will be given for brainstorming as well as working in groups.
Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: As a pre-assessment students will complete a quick-write on a topic that will capture their opinion and persuasive techniques. Also, using the Definition Are Us approach, students will define the term outline in their own words. Throughout the lesson group and one-on-one discussions will also be incorporated.
Summative: At the end of the lesson, students will create an outline for their topic which will span the entire unit. Additionally, at the the end of the unit students will use the final draft of their persuasive essay as a template for an iMovie production that will display all of the knowledge gained.
Rationale: Using the above techniques will allow the teacher to review and assess student understandings in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See Content Notes)
Common Core State Standards
Facet: Application- As this is the absolute base of writing, I wanted the students to take the knowledge they gained and apply it in the most literal sense; especially considering the outlines overall importance to the entire unit.
Rationale: By jumping in and applying the information so quickly, I think the students, over the course of the unit, will develop a stronger appreciation for the relevance and helpfulness of an outline. Additionally, starting with the outline will allow many topics in the standard to be introduced, including: editing, revising, planning, and rethinking.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies
Verbal: Students will have the opportunity to produce a written outline, they may choose to discuss their ideas among peers.
Logic: Students will be given an extremely organized and clearly defined example outline; the cleared out template from the example will be provided for simple reconstruction and applicability.
Visual: Different sections of the outline will be color-coated to fully differentiate.
Musical: Create a rap/or song to explain the different sections of an outline and their purpose.
Kinesthetic: Students will be given random slips of paper containing various parts of outlines and told to work together to organize them clearly.
Intrapersonal: The students will have time to work alone and brainstorm ideas for their outline.
Interpersonal: Students will have time to work together and discuss their outlines.
Naturalist: Students will have the option to write about what they want: the naturalist may want to write about nature (global warming, for example).
Type II Technology: Using Inspiration students can make various types of outline instantly; by plugging in information the students have the ability to edit or alternate their outline in a nearly infinite ways.
Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C- Students will choose a topic with which they will develop a persuasive piece. Using their knowledge of the subject and various resources the students will develop an outline using Inspiration; the program will enhance their outlining experience, as it will allow them to decide on a template that is clear to them (though they will be guided by a checklist with what their outlines must include).
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: C- As the students will be deciding on the topic which interests them it will automatically cater to the learning styles of each individual. Even beyond that, the usage of various activities and Inspiration will promote the students' creativity and individuality.